Systematic or Explicit

Test

(1)

Identify each sentence as systematic or explicit instruction.

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explicit

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Edad recomendada: 16 años

9 veces realizada

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Lizette Armenta

Estados Unidos

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Systematic or Explicit Versión en línea Identify each sentence as systematic or explicit instruction. por Lizette Armenta 1 Build lessons on each other, moving from simple to more complex concepts (or high frequency to low frequency) a Systematic Instruction b Explicit Instruction 2 Consider prerequisite skills. a Explicit Instruction b Systematic Instruction 3 Deconstruct complex skills into smaller steps. a Systematic Instruction b Explicit Instruction 4 Scaffold complex skills by providing supports that build independence and mastery of new learning. a Systematic Instruction b Explicit Instruction 5 Introduce new vocabulary terms in context, prior to reading connected text with unknown words. a Systematic Instruction b Explicit Instruction 6 Engage in meaningful writing to introduce students to the recursive stages of the writing process. a Systematic Instruction b Explicit Instruction 7 Apply the rules of a game after the rules are introduced. a Explicit Instruction b Systematic Instruction 8 Identify skills to be learned and communicate objectives clearly. a Systematic Instruction b Explicit Instruction 9 Provide clear, precise instructions, and directions. a Systematic Instruction b Explicit Instruction 10 Connect new learning to previous knowledge. a Systematic Instruction b Explicit Instruction 11 Provide multiple opportunities to practice with affirming and corrective feedback. a Systematic Instruction b Explicit Instruction 12 Revisit previously introduced concepts frequently. a Systematic Instruction b Explicit Instruction 13 Employ the gradual release module ( I do , we do, you do model). a Systematic Instruction b Explicit Instruction

Systematic or Explicit Versión en línea

Identify each sentence as systematic or explicit instruction.

por Lizette Armenta

Build lessons on each other, moving from simple to more complex concepts (or high frequency to low frequency)

Systematic Instruction

Explicit Instruction

Consider prerequisite skills.

Explicit Instruction

Systematic Instruction

Deconstruct complex skills into smaller steps.

Systematic Instruction

Explicit Instruction

Scaffold complex skills by providing supports that build independence and mastery of new learning.

Systematic Instruction

Explicit Instruction

Introduce new vocabulary terms in context, prior to reading connected text with unknown words.

Systematic Instruction

Explicit Instruction

Engage in meaningful writing to introduce students to the recursive stages of the writing process.

Systematic Instruction

Explicit Instruction

Apply the rules of a game after the rules are introduced.

Explicit Instruction

Systematic Instruction

Identify skills to be learned and communicate objectives clearly.

Systematic Instruction

Explicit Instruction

Provide clear, precise instructions, and directions.

Systematic Instruction

Explicit Instruction

Connect new learning to previous knowledge.

Systematic Instruction

Explicit Instruction

Provide multiple opportunities to practice with affirming and corrective feedback.

Systematic Instruction

Explicit Instruction

Revisit previously introduced concepts frequently.

Systematic Instruction

Explicit Instruction

Employ the gradual release module ( I do , we do, you do model).

Systematic Instruction

Explicit Instruction

Systematic or Explicit

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Systematic or Explicit Versión en línea

por Lizette Armenta

Build lessons on each other, moving from simple to more complex concepts (or high frequency to low frequency)

Consider prerequisite skills.

Deconstruct complex skills into smaller steps.

Scaffold complex skills by providing supports that build independence and mastery of new learning.

Introduce new vocabulary terms in context, prior to reading connected text with unknown words.

Engage in meaningful writing to introduce students to the recursive stages of the writing process.

Apply the rules of a game after the rules are introduced.

Identify skills to be learned and communicate objectives clearly.

Provide clear, precise instructions, and directions.

Connect new learning to previous knowledge.

Provide multiple opportunities to practice with affirming and corrective feedback.

Revisit previously introduced concepts frequently.

Employ the gradual release module ( I do , we do, you do model).